Abstract
Substantial global changes in energy production and use are occurring at present and will continue to occur for decades to come, with widespread ramifications for the distribution of wealth and power and humanity’s social and environmental future. This raises important ethical considerations that should be addressed in the education of engineers, whose research and practice will assuredly involve energy to some degree. The Energy Ethics in Science and Engineering Education Project, funded by the U.S. National Science Foundation, sought to enhance attention to and projects in energy ethics in graduate research education concerning energy. The partners, the Consortium for Science, Policy and Outcomes (CSPO) at Arizona State University (ASU) and the Center for Engineering, Ethics, and Society (CEES) at the National Academy of Engineering (NAE), conducted a number of research, educational, and outreach activities to develop a foundational intellectual basis for understanding the ethics of energy transitions, to provide opportunities for students to learn about energy ethics, and to disseminate ideas and materials broadly. Evaluation results indicate the project has been successful in engaging students in various formats; additionally the project has illuminated a number of fundamental ideas about the interrelationships among energy, ethics, and society.
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Acknowledgements
Development of the material from which this chapter was derived was supported by a grant from the U.S. National Science Foundation (Awards SES – 1032966 and 1033082; Energy Ethics in Science and Engineering Education). The views expressed in this chapter are those of the authors and do not necessarily represent the views of the National Science Foundation or the U.S. government. The authors wish to thank the many colleagues and students who have participated in this project.
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Herkert, J., Hollander, R., Miller, C., Benya, F., Monfreda, C., Osborne, L. (2015). Energy Ethics in Science and Engineering Education. In: Christensen, S., Didier, C., Jamison, A., Meganck, M., Mitcham, C., Newberry, B. (eds) International Perspectives on Engineering Education. Philosophy of Engineering and Technology, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-319-16169-3_12
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